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Related Experiment Video

Updated: May 13, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Reconstructing the paradigm: teaching across the disciplines.

Caroline Brown¹, Alexia Pollack

¹English Department &

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience

|March 16, 2013

Summary

Interdisciplinary teaching, integrating literature and neurobiology, enhances student understanding by bridging diverse academic perspectives. This approach fosters conceptual flexibility and a broader appreciation of each discipline's role.

Keywords:

cross disciplinary learning diversity in education interdisciplinary classrooms intersection in science and humanities neuroscience classroom non-hierarchical pedagogy teaching strategies

Related Experiment Videos

Last Updated: May 13, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Area of Science:

Neurobiology
Literary Studies
Interdisciplinary Education

Background:

Cross-disciplinary teaching initiatives are crucial for holistic education.
Integrating humanities and sciences can enrich student learning experiences.
Few studies document the practical application and outcomes of such collaborations.

Purpose of the Study:

To explore the pedagogical benefits of cross-disciplinary teaching between literature and neurobiology.
To investigate how students engage with discipline-specific discourses from novel perspectives.
To foster conceptual flexibility and a broader appreciation of academic disciplines.

Main Methods:

Literature professor lectured on American literature's depiction of learning and memory.
Neurobiology professor lectured on brain function, neurotransmission, and disease.
Both professors integrated their lectures into each other's courses, engaging students from different academic backgrounds.

Main Results:

Students were exposed to distinct disciplinary approaches, enriching classroom dialogues.
Conceptual flexibility increased, enabling students to perceive intersecting dimensions across disciplines.
A more complete appreciation of individual disciplines and their societal relevance was developed.

Conclusions:

Cross-disciplinary teaching effectively bridges the gap between humanities and sciences.
Permitting students to engage with diverse disciplinary perspectives enhances critical thinking.
This pedagogical model cultivates a more integrated and comprehensive understanding of complex subjects.